UNIVERSITY  OF  CALIFORNIA 
AT  LOS  ANGELES 


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46 


THE  ^/^-/ 

EflicaliDial  Laliors  of  Imi  Bariari 

A  Study  In  the  History  of  American  Pedagogy 

STATE  NORMALSCHOOL, 

WILL    S.    MONROE 

LELAND  STANFOUD  JUNIOU   UNIVERSITY,    PALO   ALTO, 
CALIFOKMA 


SYRACUSE,     N.     Y. 

C.  W.  BARDEEN,   PUBLISHER 

1893 


Copyright,  1893,  byC.  W.  Bardeen 


Xabnuy 


CONTENTS 


Page 

I.  Boyhood  and  Schooldays,  1811  to  1838. . .   9 
II.  State    Superintendent    of    Connecticut, 

1838  TO  1842.... 12 

.  III.  State  Superintendent  of  Rhode  Island,    ^ 

1842  TO  1849 16 

IV.  Principal  of  State  Normal   School  and 
State  Superintendent  of  Connecticut, 

1851  to  1855 18 

Y.  College  President,  1858  to  1867 20 

YI.  United  States  Commissioner  of  Education, 

1867  TO  1870 22 

YII.  Editor  of  the  American  Journal  of  Edu- 
cation, 1855  TO  1893 23 

YIII.  Bibliography,  1811  to  1893   32 


The  Educational  Labors  of  Henry  Barnard 


Educational  Labors  of  Henry  Barnard 


I.     Boyhood  and  Schooldays,  1811  to  1838 

Henry  Barnard  was  born  at  Hartford,  Connecticut, 
January  24th,  1811.  He  received  such  early  instruc- 
tion as  the  district  schools  of  seventy-five  years  ago 
afforded,  which,  as  he  himself  tells  us,  he  remembers 
with  gratitude,  not  because  of  the  quality  or  quantity 
of  the  instruction,  but  because  "it  was  a  common 
school,  a  school  of  equal  rights,  where  merit  and  not 
social  position  was  the  acknowledged  basis  of  distinc- 
tion, and,  therefore,  the  fittest  seminary  to  give  the 
schooling  essential  to  the  American  citizen."  And 
this  district  school  with  all  its,  shortcomings  was  an 
experience  that  helped  him  not  a  little  in  his  later 
life  when  he  took  up  the  work  of  educational  reform. 
L  His  college  preparatory  work  was  done  at  the 
Munson,  Massachusetts,  Academy  and  the  Hopkins 
Grammar  School  in  New  Haven.  He  entered  Yale 
College  in  1826,  when  yet  less  than  sixteen  years  old, 
and  was  graduated  four  years  later  with  class  honors 
and  a  record  for  intellectual  accomplishments  that  was 
not  common. )  He  won  two  prizes  during  his  college 
career — one  for  English  and  the  other  for  Latin  com- 
position ;  and   distinguished  himself  in  the  literary 


10      Educational  Labors  of  Henry  Barnard 

eocieties  for  strong  oratorical  powers.  He  was  for  a 
time  president  of  the  Linonian  Society,  for  which  he 
wrote  a  drama  that  met  with  general  commendation, 
and  by  good  critics  was  pronouncedgufficiently  strong 
to  be  brought  out  for  the  stage. /I During  his  third 
and  fourth  years  in  college  he  acted  as  assistant  libra- 
rian, where  he  acquired  an  experience  with  bibliog- 
raphy which  has  served  him  so  well  in  his  editorial 
work,  especially  in  editing  the  American  Journal  of 
Education.  J 

/  Leaving  college  he  entered  upon  a  course  of  study 
preliminary  to  the  practice  of  law.  In  connection 
with  his  legal  studies,  he  continued  his  reading  in 
classical  and  historical  authors — Homer,  Virgil,  and 
Cicero,  Bacon,  Gibbon,  and  Burke.  It  was  during  this 
time  that  he  was  formally  initiated  as  a  schoolmaster. 
At  the  request  of  President  Day  of  Yale  College  he 
took  charge  of  and  conducted  for  a  time  an  academy 
at  Wellsboro',  Pennsylvania,  j  This,  as  he  himself  tells 
us,  was  more  like  a  "  district  school "  than  a  New 
England  academy ;  but  the  young  disciple  of  Kent 
and  Blackstone  made  the  most  of  his  opportunity,  and 
gained  no  small/_amount  of  practical  knowledge  in 
the  management  of  a  school,  which  he  turned  to  good 
account  in  his  subsequent  career.  Returning  to  Con- 
necticut he  continued  his  law  studies  until  he  was 
admitted  to  the  bar.  \  This  was  in  the  winter  of  1835. 

LHis  college  vacations  and  other  intervals  of  leisure 
had  been  spent  in  travel  through  New  England  and 
the  States  of  the  South  and  West; land  now  after  his 


I.     Boyhood  and  Schooldays,  1811-1838      11 

admission  as  an  attorney  and  counselor-at-law  in  Con- 
necticut, at  the  suggestion  of  some  of  his  eminent 
friends  (Everett,  Ticknor,  and  Silliraan)  his  father 
made  provisions  out  of  his  slender  means  to  enable 
him  to  carry  out  his  long  cherished  desire  of  a  trip  to\ 
Europe  before  entering  upon  the  piractice  of  law. 
He  travelled  over  large  portions  of  England,  Scotland, 
and  Switzerland  on  foot,  noting  the  scenery,  visiting 
the  galleries,  and  studying  the  libraries,  as  well  as  the 
social  conditions  of  the  people — their  homes,  schools, 
occupations,  and  institutions  of  charity.  He  took  with 
him  letters  of  introduction  which  secured  for  him  the 
personal  acquaintance  of  Wordsworth,  Carlyle,  De 
Quincy  and  other  writers  of  note  then  living. /^  His 
study  of  foreign  social  conditions  and  institutions  was 
another  important  factor  in  his  preparation  for  edu- 
cational work  in  the  new  world.  / 

The  serious  illness  of  his  father  made  it  impossible 
for  him  to  enter  upon  the  practice  of  law  immediately 
upon  his  return  from  Europe;  an^in  1837,  without  '( 
his  knowledge  or  consent,  he  was  nominated  and 
elected  to  a  seat  in  the  Connecticut  Legislature^ 
Rarely  has  a  young  man  of  Mr.  Barnard's  fine  powers 
been  elevated  to  an  office,  unsought,  of  such  great 
trust  and  usefulness.  /^For  three  successive  years  he 
continued  a  member  of  the  House  of  Representatives, 
during  which  time  he  took  an  active  interest  in  the 
appropriations  for  the  education  of  the  deaf,  dumb^ 
and  blind,  for  the  completion  of  the  geological  sur- 
vey, the  reorganization  of  the  county  jails,  and  the 


12      Educational  Labors  of  Henky  Barnard 

incorporation  of  public  libraries.     But,  as  the  Con- 
necticut  Comirioii  School  Journal  remarks  : 

"The  most  signal  service  rendered  by  him  to  the  State  was  in 
originating  and  carrj-ing  tlirough  both  Houses  of  the  Legislature 
in  1838,  with  unprecedented  unanimity,  an  'Act  to  provide  for  the 
better  supervision  of  the  common  schools',  the  commencement  of 
a  new  era  in  our  school  history.'' 

This  bill  was  presented  by  Mr.  Barnard  in  a  speech 
that  will  long  be  remembered  for  its  force  and  clear- 
ness; it  was  referred  to  a  joint  select  committee  on 
education,  who  reported  on  the  same  favorably ;  the 
rules  of  the  House  were  suspended  and  the  bill  passed 
to  its  third  reading  without  a  dissenting  voice.  Sub- 
sequently it  passed  the  Senate  by  a  unanimous  vote. 
[By  this  Act  the  office  of  Secretary  of  the  Board  of 
Commissioners  of  Common  Schools,  or  State  Super- 
intendent of  Public  Instruction  of  Connecticut,  was 
created.  I 

II.  State  Superintendent  of  Connecticut, 
1838  TO  1842 
[  Mr.  Barnard  was  a  member  of  tlie  Board  of  Com- 
missioners as  constituted  by  the  act,' and  at  his  sug- 
gestion the  Rev.  Thomas  H.  Gallaudet  was  elected 
secretarj^ ;  but  as  he  declined  the  position^Mr.  Bar- 
nard waS)  unanimously  elected.'  He  at  first  also 
declined  to  accept  it,  because  of  his  desire  to  enter 
tipon  law-practice,  the  work  for  which  he  had  fitted 
liiraself  at  great  expenditure  of  time  and  money. 
At  this  time,  too,  he  was  urged  to  form  a  desirable 
partnership  with  his  former  law-instructor,  Hon. 
Wyllis  Hall,  then  Attorney-General  for  the  State  of 


II.    State  Sup't  of  Connecticut,  1838-1842     13 

New  York ;  but  the  solicitations  of  his  friends  and 
[the  desire  on  his  own  part  to  see  the  schools  of  Con- 
necticut improved,  induced  him  to  accept  the  posti 

His  duties  as  prescribed  by  the  Board  were  (1)  to 
ascertain  by  personal  inspection  of  the  schools  and 
by  written  communications  of  school  officers  and 
others,  the  actual  condition  thereof  ;  (2)  to  prepare  an 
abstract  of  such  information  for  the  use  of  the  Board 
and  the  Legislature,  with  plans  and  suggestions  for 
the  better  organization  and  administration  of  the 
school  system  ;  (3)  to  attend  and  address  at  least  one 
meeting  of  such  parents,  teachers,  and  school  officers, 
as  were  disposed  to  come  together  on  public  notice, 
in  each  county,  and  as  many  local  meetings  as  other 
duties  would  allow;  (4)  to  edit  and  superintend  the 
publication  of  a  journal  devoted  exclusively  to  the 
promotion  of  common  school  education  ;  and  (5)  to 
increase  in  any  practical  way  the  interest  and  intelli- 
gence of  the  community  in  relation  to  the  whole  sub- 
ject of  popular  education. 

Of  Mr,  Barnard's  four  years'  activity  at  the  head 
of  the  Connecticut  common  school  system,  Horace 
Mann  said  in  the  Massachusetts  Common  School 
Journal : 

"  The  cold  torpidity  of  the  State  soou  felt  the  sensations  of 
returning  vitality.  Its  half-suspended  animation  began  to 
quicken  with  a  warmer  life.  Much  and  most  valuable  informa- 
tion was  diffused.  Many  parents  began  to  appreciate  more 
adequately  what  it  was  to  be  a  parent ;  teachers  were  awakened  ; 
associations  for  mutual  improvement  were  formed  ;  system  began 
to  supersede  confusion  ;  some  salutary  laws  were  enacted  ;  all 
things  gave  favorable  augury  of  a  prosperous  career,  and  it  may 


14      Educational  Laiiors  of  Henrv  Barnard 

bo  further  allirmcd  that  the  cause  was  so  administered  as  to  give 
occasion  of  olTcnce  to  no  one.  The  whole  movement  was  kept 
aloof  from  politiail  strife.  All  religious  men  had  reason  to 
rejoice  that  a  higher  tone  of  moral  and  religious  feeling  was 
making  its  way  into  schools,  without  giving  occasion  of  jealousy 
to  the  one-sided  views  of  any  denomination." 
/  Mr.  Barnard's  first  annual  report  to  tlie  Legislature, 
'  May,  1831),  is  a  scholarly  and  comprehensive  survey 
of  the  varied  conditions  under  which  educational 
work  was  then  carried  on  in  Connecticut.  Kent  in 
in  his  Commentaries  on  American  Law  says  of  it: 

/        "It  is  a  bold  and  startling  document,  founded  on  the  most 
I    painstaking  and  critical  incjuiry,  and  contains  a  minute,  accurate, 
comprehensive,  and  instructive  exhibition  of  the  practical  con- 
dition and  operation  of  the  common  school  system  of  education." 

This  report  was  a  record  of  the  year's  work,  and 
contained  statistical  information  from  more  than 
f  twelve  hundred  schools.  Mr.  Barnard  had  attended 
school  conventions  in  each  of  the  eight  counties ; 
addressed  more  than  sixty  public  meetings  ;  inspected 
over  two  hundred  schools  while  in  session  ;  communi- 
cated with  two-thirds  of  the  teachers  of  the  State ; 
and  superintended  the  publication  of  the  Connecti- 
cut Common  School  Journal,  more  than  60,0U0  copies 
of  which  had  been  circulated  during  the  year. 

Mr.  John  W.  Stedman  writing  many  years  later  to 

Hon.  Stiles  T.  Stanton  of  this  period  says : 

"  When  I  read,  now  some  four  weeks  gone,  the  communica- 
tion of  Governor  Harrison  to  the  Legislature,  covering  and  com- 
mending to  its  favorable  consideration  a  letter  of  Henry  Barnard, 
*  *  *  my  own  thoughts  at  once  went  back  to  the  old  district 
schools  of  this  town,  badly  located,  badly  seated,  badly  ventilated 
and  warmed,  and  where  cruel  flogging  was  the  almost  hourly 


'         IL   State  Sup't  of  Connecticut,  1838-1842     15 

habit  of  the  master  ;  and  while  I  was  gratified  to  know  that  this 
state  of  schools  no  longer  existed,  I  felt  it  was  owing  in  no  small 
measure  to  Dr.  Barnard's  persistent  and  well  directed  efforts  by 
pen  and  voice,  that  such  houses  and  such  masters,  all  over  the 
State  and  all  over  the  country,  had  given  place  to  better 
structures  and  better  teachers."  ' 

Besides  the  four  reports  made  to  the  Legislature, 
Mr.  Barnard  edited  various  educational  documents  in  i 
connection   with  the  Common  School  Journal,  and  \ 
fwas  active  in  the  recommendation  and  distribution  \ 
of  standard  books  on  teaching;  but  "in  an  evil  hour 
the  whole  fabric  was  overthrown."     Change  of  the    i 
political  complexion  of  the  Legislature  brought  about  f 
the  abolition  of  the  Board  of  Commissioners  of  Com-  | 
mon  Schools  of  Connecticut ;  and  Mr.  Barnard,  whose  J. 
administration  had    been    characterized   by   "great 
sobriety   of   thought,  patient   application   to  details, 
and  the  highest  practical  wisdom,  as  well  as  by  the 
enthusiasm  of  a  generous  heart,"  had  the  mortification 
to  see  the  labors  of  four  of  the  best  years  of  his  life 
ruthlessly  swept  from  the  statute  books.     The  Con- 
necticut Legislature  had  blundered  ;  Mr.  Barnard  had 
been  wronged,  and  the  schools  of  the  commonwealth 
would  suffer.     Horace  Mann,  in  an  oration  delivered 
at  Boston,  July  4th,  1842,  said : 

"Four  years  ago,  a  new  system  was  established  in  Connecti- 
cut, which  was  most  efficiently  and  beneficially  administered, 
under  the  auspices  of  one  of  the  ablest  and  best  of  men  ;  but  it  is 
with  unspeakable  regret  that  I  am  compelled  to  add,  that,  within 
the  last  month,  all  her  measures  for  improvement  have  been 
swept  from  the  statute-book." 

Dr.  Wickersham  is  authority  for  the  statement  that  \ 
Mr.   Barnard   is   the   father  of   teachers'   institutes./ 


16      Educational  Labors  of  Henry  Barnard 

"The  first  teachers' institute  in  the  United  States," 
he  says,  "  was  held  in  Connecticut  in  1S39  under  the 
direction  of  Henry  Barnard ; "  although  Mr.  Boone, 
in  his  Education  in  the  United  States,  credits  the  first 
^  institute  to  Ohio. 

III.     State  Superintendent  of  Rhode  Island, 
1843  to  1849 

"An  act  to  provide  for  ascertaining  the  condition 
of  the  public  schools  in  this  State,  and  for  the  improv- 
ment  and  better  management  thereof  "  passed  in  the 
Rhode  Island  Legislature,  October,  1843  ;  and  on  the 
6th  of  December,  Governor  Fenner  issued  a  circular 
to  the  people  of  the  State  in  which  he  announced  that 
the  services  of  IIon.^Henry  Barnard  had  been  secured 
"to  collect  and  disseminate  in  eyery  practicable  way 
information  respecting  existing  defects  and  desirable 
improvements  in  the  organization  and  administration 
of  our  school  system,  and  to  awaken,  enlighten,  and 
elevate  public  sentiment  in  relation  to  the  whole  sub- 
ject of  popular  education."  Mr.  Barnard  was  reluc- 
tant to  accept  the  Rhode  Island  superintendency, 
having  begun  work  on  a  history  of  education  in  the 
United  States ;  but  upon  the  solicitation  of  his  friends 
he  yielded  to  the  advice  of  Governor  Fenner,  that  it 
was  "  better  to  make  history  than  write  it." 
/Mr.  Barnard  began  his  work  in  Rhode  Island  with 
the(Jieartj^  coiiperation  of  both  Houses  of  the  Legisla- 
ture and  the  press  of  the  State,  and  in  less  than  four 
years  he  had  demonstrated  to  all  who  had  witnessed 


III.   State  Sup't  of  Ehode  Island,  1843-1849     17 

8  success  his  right  to  high  rank 
lucator^r  A  writer  in  the  Nortt 
for  July,  1848,  says  of  his  work  : 


his  success  his  right  to  high  rank  as  an  organizer  and 
educator^r  A  writer  in  tlie  North  American  Review 


' '  Public  confidence  has  been  secured  ;  the  two  political  parties 
are  of  one  mind  about  school  reform.  In  1846  all  the  towns  of 
the  State,  for  the  first  time  since  the  colony  was  planted,  taxed 
themselves  for  school  purposes.  In  three  years  one  hundred  and 
twenty  thousand  dollars  have  been  raised  for  school-houses  out 
of  the  city  of  Providence  ;  and  the  traveller  is  now  delighted  at  the 
external  neatness,  the  internal  convenience,  and  in  some  instances 
the  architectural  beauty  of  the  school-houses  that  have  every- 
where sprung  up.  Teachers  of  a  high  order  have  been  intro- 
duced ;  good  wages  are  paid;  and  a  vigilant  supervision  has  been 
established."  ~J 

//Mr.  Barnard  remained  at  the  head  of  the  Rhode 
/  Island  scliools  for  five  years,  when  he  retired  because 
1^  of  failing  health.  On  retiring  he  was  presented  with 
aLhandsome)testimonial  by  the  teachers  of  the  State, 
and  the  following  resolution  was  adopted  by  the 
unanimous  vote  of  the  Senate  and  House  of  Repre- 
sentatives, and  the  Governor  was  instructed  to  com- 
municate the  same  to  Mr.  Barnard  : 

"  Resolved,  unanimously,  that  the  thanks  of  this  General 
Assembly  be  given  to  the  Hon.  Henry  Barnard  for  the  able, 
faithful,  and  judicious  manner  in  which  he  has  for  the  last  five 
years  fulfilled  the  duties  of  Commissioner  of  Public  Schools  in 
the  State  of  Rhode  Island."/' 

Rev.  Edwin  M.  Stone,  Historian  of  the  Rhode 
Island  Institute  of  Instruction,  thus  summarizes  Mr. 
Barnard's  labors : 

"During  the  five  years  of  service  of  Mr.  Barnard  more  than 
eleven  hundred  meetings  were  held  expressly  to  discuss  topics 
connected  with  the  pubHc  schools,  at  which  upwards  of  fifteen 
hundred    addresses   were  delivered.      One  hundred  and  fifty 


18      Educational  Labors  of  Henry  Barnard 


of  these  meetings  continued  through  the  day  and  evening  ;  up- 
wards of  one  hundred  through  two  evenings  and  a  day ;  fifty 
through  two  days  and  three  evenings  ;  and  twelve,  including 
teachers'  institutes,  through  the  entire  week.  In  addition  to 
this  class  of  meetings  and  addresses,  upwards  of  two  hundred 
meetings  of  teachers  and  parents  were  held  for  lectures  and  dis- 
cussions on  improved  methods  of  teaching  and  for  public  exhi- 
bitions or  examinations  of  schools.  In  addition  to  all  this,  more 
than  sixteen  thousand  educational  pamphlets  and  tracts  were 
distributed  gratuitously  through  the  State,  and  upwards  of 
twelve  hundred  bound  volumes  on  teaching  purchased  by  the 
teachers  or  added  to  public  or  private  libraries.  Before  Mr. 
Barnard  left  the  State,  a  library  of  at  least  five  hundred  volumes 
had  been  secured  for  twenty-nine  out  of  the  thirty-two  towns." 

IV.     Principal  of  State  .Normal  School  and 

State  Superintendent  of  Connecticut, 

1851  TO  1855 

"Hopes  long  deferred,  but  still  cherished,"  had 
their  fulfilment/june  4th, 
l^,^hen>Dr.  Barnard,  as 
])rincipal  of  the  State  Nor- 
mal School  and  Superinten- 
dent of  Common  Schools  of 
Connecticut,  had  the  satis- 
faction of  delivering  the 
dedicatory  address  on  the 
completion  of  the  Normal 
DR.  BAKNAKi)  IN  1854.  school  buildiug  at  Ncw  Brit- 
ain./' The  blighting  influence  of  demagogues  and  the 
political  bias  of  ten  years  before  had  been  swept 
away,  the  schools Jiad  been  rescued  from  hopeless 
retrogression  ;  andfDr.  Barnard  was  (with  one  accorc^ 


IV.  State  Sup't  of  Connecticut,  1851-1855     19 

appointed  principal  of  the  school  which  he  had  sug- 
gested in  his  report  thirteen  years  earlier.  To  the 
duties  of  principal  of  the  State  Normal  School  were 
added  those  of  State  Superintendent,  that  the  school 
might  enjoy  his  experience  in  organization  and  the 
State  realize  the  full  measure  of  his  educational 
reforms^  Rev.  Dr.  Bushnell  at  the  dedication  of  the 
New  Britain  school  said  of  Dr.  Barnard : 

"  After  encountering  years  of  untoward  hindrance  here,  win- 
ning golden  opinions  meantime  from  every  other  State  in  the 
republic,  and  from  ministers  of  education  from  almost  every 
nation  of  the  old  world,  by  his  thoroughly  practical  understand- 
ing of  all  that  pertains  to  the  subject ;  after  raising  also  into 
vigorous  action  the  school  system  of  another  State,  and  setting  it 
forward  in  a  tide  of  progress,  he  returns  to  the  scenes  of  his 
beginnings  and  permits  us  to  congratulate  both  him  and  our- 
selves in  the  prospect  that  his  original  choice  and  purpose  are 
finally  to  be  fulfilled." 

^After  four  years  more  of  educational  activity  in 
his  native  State,  in  compliance  with  the  advice  of  his 
physicians  Dr.  Barnard  resigned  the  office  of  princi- 
pal of  the  State  Normal  school  and  Superintendent 
of  Common  Schools  in  Connecticut,  January,  1855, 
and  was  succeeded  in  office  by  John  D.  Philbrick, 
who  for  two  years  had  been  his  associate.^  The  Con- 
necticut Common  School  Journal  said  of  his  retire- 
ment: 

"We  can  but  express  the  regret  which  we  feel  in  common 
with  every  good  citizen,  teacher,  and  active  promoter  of  educa- 
tional improvement,  that  Mr.  Barnard,  who  has  been  for  so 
many  years  our  guide,  counselor  and  friend,  should  retire  at  all, 
and  especially  with  shattered  health,  from  the  field  of  his  many 
labors,  at  a  time  when  his  long  deferred  hopes  of  a  better  day 


20      Educational  Labors  of  Henry  Barnard 

for  our  common  schools  are  beginning  to  be  realized,  and  the 
seed  which  he  scattered  with  u  bountiful  broadcast,  is  now 
springing  up  into  an  abundant  Imrvest.  But  we  will  not  forget  in 
our  hour  of  success  the  earnest  and  able  advocate  of  that  cause 
when  neglected  and  unpopular.  We  will  not  forget  the  gener- 
ous and  indomitable  spirit  which  prompted  him  in  the  outset  of 
his  public  life  to  plead  that  cause,  without  fee  or  hope  of  reward, 
before  a  cold  and  unwilling  audience,  in  the  highest  council  of 
the  State ;  which  induced  liim  to  abandon  a  professional  career 
for  which  he  had  made  a  most  costly  and  diligent  preparation, 
and  in  which,  steadily  pursued,  he  was  sure  to  win  distinction 
and  wealth  ;  which  has  enabled  him  to  turn  a  deaf  ear  to  the 
voice  of  political  ambition,  and  to  close  his  heart  to  the  seductions 
of  popular  applause,  so  easily  gained  by  one  possessed  of  his 
powers  of  oratory  in  the  discussion  of  questions  of  temporary 
interest ;  which  has  led  him  to  decline  positions  of  the  highest 
literary  dignity  in  college  and  universit}* — that  he  might  give 
himself  up  unreservedly  to  the  improvement  of  the  common 
schools." 

V.     College  President,  1858  to  1867 

//  In  Auojust,  1858,  Dr.  Barnard  was  elected  Chancel- 
lor of  the  University  of  Wisconsin  and  agent  of  the 
]  Normal  Regents.     During  a  stay  of  nearly  two  years 
/  in    Wisconsin  he   did   much  to   uplift  the   common 
/  schools  as  well  as  conduct  the  affairs  of  the  Univer- 
sity.    The  first  year  he  organized  a  system  of  oral 
and   written  examinations   of   the  normal  classes  in 
colleges,  academies  and  high  schools.     The  next  year 
he  began  a  series  of  teachers'  institutes,  and  the  repub- 
lication from  the  American  Journal  of  Education  of 
papers  on  the  organization,  instruction,  and  discipline 
of    schools   for   the   teachers   of    Wisconsin.     Four 
volumes  were  issued  and  more  than  a  thousand  copies 
distributed   among  the   teachers   of  the   State.     By 


Y.  College  President,  1858-1867  21 

means  of  examinations,  institutes,  and  other  profes-   ' 
sional  gatherings  of  teachers  he  was  enabled  to  reach  , 
three-fourths  of  the  teachers  of  the  State  in  1860.  i 
In  consequence  of  severe  illness,  which  was  followed 
by  a  prolonged  physical  prostration   from  which  he 
did  noti  recover  for  two  years,  he  tendered  his  resig- 
nation as  Chancellor  of  the  University  of  Wisconsin, 
June,  1860,  but  it  was  not  accepted  until  February  of 
the  next  year. 

The  old  St.  John's  College  (founded  1784)  at  An- 
napolis, Maryland,  closed  its  doors  at  the  beginning 
of  the  civil  war  and  did  not  re-open  until  1866.  At~7 
that  time  Dr.  Henry  Barnard  was  elected  president,*! 
and  upon  him  the  work  of  re-organization  devolved". 
In  a  communication  to  the  executive  committee  of 
the  visitors  and  governors  on  the  re-organization  of 
St.  John's  College,  submitted  June  28th,  1866,  Dr. 
Barnard's  broad  professional  spirit  and  loyalty  to  the 
common  schools  is  markedly  apparent.     He  says  : 

"  Holding  it  to  be  the  duty  and  privilege  of  every  educated 
man,  and  especially  of  all  institutions  charged  with  any  portion 
of  the  higher  instruction  of  youth,  to  cooperate  in  the  general 
educational  movements  of  the  State,  I  propose,  with  the  appro- 
bation of  the  Board,  to  invite  the  State  Teachers'  Association  to 
hold  their  annual  meetings  at  Annapolis,  at  such  periods  of  the 
year  as  will  enable  them  to  occupy  our  halls  and  class-rooms  for 
their  public  exercises,  and  to  accept  the  hospitalities  of  the  col- 
lege during  the  sessions.  I  propose  also  to  open  to  the  public 
school  teachers  of  the  State  any  of  our  courses  of  instruction 
connected  with  their  own  instruction,  free  of  tuition,  and  to 
arrange  the  time  for  the  lectures  in  the  history,  principles,  and 
methods  of  education  so  as  to  facilitate  their  attendance." 


22      Educational  Labors  of  Henry  Barnard 

/  ^  In  less  than  a  year  he  resigned  the  presidency  of 
/  St.  John's  College  to  become  the  first  United  States 
/     Commissioner  of  Education.-^ 

VI.     United  States  Commissioner  of  Education, 

1867  TO  1870 

H  The  act  establishing  the  Bureau  of  Education  was 

approved   March   2d,  18G7; 
and  March  14th,  Hon.  Henry 
Barnard  was  appointed  the 
first  United  States  Commis- 
sioner of   Education.      By 
his  (extcnde(p  acquaintance 
with    educational  systems 
and  institutions  in  Europe 
and  America,  and  with  his 
DR.  BARNARD  IN  1870.       fine  library  of  pedagogical 
books  and  reports,  Dr.  Barnard  was  enabled  to  enter 
upon  the  duties  of  his  office  with  little  or  no  delay. 
I  The  first  step  taken  was  to  make  known  the  pro- 

i visions  of  the  act  establishing  the  Bureau  and  the 
information  which  it  sought.  This  was  done  by 
means  of  circulars  to  superintendents  and  institutions. 
A(searching)inquiry  was  at  once  instituted  into  the 
administration,  instruction,  and  management  of  ele- 
mentary schools,  secondary  schools,  colleges,  profes- 
sional and  special  schools,  societies  for  the  advancement 
of  .education,  school  funds  and  educational  endow- 
ments, legislation  with  respect  to  schools,  school 
architecture,  charitable  and  reformatory  institutions, 


U.  S.  Commissioner  of  Education,  1867-1870    23 

school  documents,  and  memoirs  of  teachers  and  bene- 
factors of  education. 

The  results  of  his  investigations  were  embodied  in 
a  scholarly  report  of  eight  hundred  and  fifty-six  pages,  \ 
submitted  to  the  Senate  and  House  of  Representatives, 
June  2d,  1868.  This  report,  which  will  always  take 
classic  rank  as  an  official  educational  document,  not 
only  includes  a  survey  of  national  and  State  legisla- 
tion in  our  own  country,  but  embraces  as  well  a 
comprehensive  account  of  public  instruction  in  Switz- 
'  erland  and  Prussia.  — * 

Dr.  Barnard  held  the  office  of  Commissioner  of 
Education  until  March  loth,  1870,  when  he  was  suc- 
ceeded by  John  Eaton.  In  this  position,  as  in  all  the 
other  offices  of  trust  which  he  had  held,  he  displayed 
rare  zeal  and  insighr^  and  well  could  Ray  Palmer  in 
the  International  Heview  for  January,  1874,  say  of 
this  first  United  States  Commissioner  of  Education  : 

"Perhaps  no  maa  in  the  United  States  has  done  as  much  to  | 
advance,  direct,  and  consolidate  the  movement  for  popular  edu- 
cation. In  looking  back  to  the  commencement  of  his  life-long 
labors,  it  would  seem  that  he  must  contemplate  with  eminent 
satisfaction  the  progress  of  public  sentiment  and  the  good  results 
already  attained,  as  well  as  the  brightening  prospects  for  the 
future.  He  has  done  a  work  for  which  his  country  and  coming 
generations  ought  to  thank  him  and  do  honor  to  his  name." 

YII.     Editor  of  the  American  Journal  of 
Education,  1855  to  1893 

The  crowning  work  of  Dr.  Barnard's  long  and 
active  life  is  that  monumental  cyclopaedia  of  peda- 
gogical literature,  the  American  Journal  and  Library 


24      Educational  Labors  of  Henry  Barnard 

of  Education^  thirty-one  large  octavo  volumes  of  over 
eight  hundred  pages  each.  Early  in  his  educational 
experience  in  Connecticut  the  need  of  a  journal 
devoted  exclusively  to  the  history,  theory  and  prac- 
tice of  systems,  institutions,  and  methods  in  different 
countries,  with  special  reference  to  the  conditions  and 
wants  of  our  own,  became  apparent  to  Mr.  Barnard  ; 
and  in  a  measure  he  supplied  this  want  in  the  publi- 
cation of  the  Connecticut  Common  School  Journal. 

But  a  review  more  philosophic  and  comprehensive 
was  needed  if  the  teachers  of  America  were  to  be 
broadened  and  the  schools  lifted.  At  the  meeting  of 
the  American  Association  for  the  Advancement  of 
Education,  held  at  the  Smithsonian  Institution,  Wash- 
ington, December  26,  1854,  Dr.  Barnard  submitted  a 
"  Plan  of  Central  Agency  for  the  Advancement  of 
Education  in  the  United  States,"  one  of  the  features 
[  of  which  was  the  publication  of  a  journal  of  educa- 
tion, to  be  issued  monthly  or  quarterly,  embracing 
accounts  of  systems,  institutions,  and  methods  of 
education,  as  well  as  current  educational  thought. 
The  plan  was  approved,  and  a  standing  committee 
was  appointed  to  carry  it  into  execution  as  fast  as  the 
funds  of  the  Association  would  permit.  But  the 
absence  of  funds  and  of  pledges  of  pecuniary  cooper- 
ation prevented  the  committee  from  carrying  the 
plan  into  execution ;  so  that  Dr.  Barnard  on  his  own 
responsibility  decided  to  undertake  its  publication. 

The  original  announcement  of  the  American  Jour- 
nal of  Education  was  issued  as  a  circular  May,  1855. 
In  this  circular  Dr.  Barnard  says : 


VIE.  American  Jouknal  of  Ed'n,  1855-1 S93     25 

"  la  the  great  eflucational  movement  now  going  forward  on 
this  continent,  and  especially  throughout  all  the  States  in  which 
the  English  language  prevails,  there  has  seemed  for  many  years 
ti)  the  undersigned  to  exist,  if  not  a  demand,  at  least  the  want  of 
not  only  an  American  Association  of  the  friends  of  universal 
education,  but  also  of  a  series  of  publications  which  should,  on 
the  one  hand,  embody  the  matured  views  and  varied  experience 
of  wise  statesmen,  educators  and  teachers  in  perfecting  the  organ- 
izition,  a'iministration,  instruction  and  discipline  of  schools  of 
every  grade  through  a  succession  of  years,  under  widely  varying 
circumstances  of  government,  society,  and  religion  ;  and  on  the 
other  hand,  expose  real  deficiencies,  excite  to  prudent  and 
efficient  action,  and  serve  as  a  medium  of  free  and  frequent  com- 
munication between  the  friends  of  education  in  every  portion 
of  these  great  fields." 

Upon  this  broad  basis  the  new  journal  was  an- 
nounced. 

The  first  number  of  the  Journal  appeared  in  Au- 
gust of  that  year ;  the  second  number  appeared  the 
following  January,  the  third  in  March,  and  the  fourth 
in  May.  Volume  I.  was  completed  May,  1856.  It 
contained  768  pages  and  included  an  account  of  the 
meetings  of  tlie  American  Association  for  the  Ad- 
vancement of  Education  ;  Bishop  Huntington's  mon- 
ograph "  Unconscious  Tuition,"  since  become  an 
educational  classic;  educational  movements  and  sta- 
tistics in  Russia,  Belgium,  Great  Britain,  France, 
Holland,  Germany,  and  the  American  States ;  ac- 
counts of  the  Lawrence  Scientific  School  at  Cam- 
bridge, the  Peabody"  Institute  at  Dan  vers,  the  Amer- 
ican Asylum  for  the  Instruction  of  the  Deaf  and 
Dumb  at  Hartford,  and  the  Perkins  Institution  for 
the  Blind  at  Boston,  with  steel  portraits  of  the  found- 


20      Educational  Labors  of  Henry  Barnard 

era  of  these  institutions;  methods  of  teaching  Latin, 
Greek,  Matliematics,  and  the  phyeical  sciences ;  edu- 
cation among  tlie  Hebrews  and  the  Cherokee  Indians; 
educational  biographies  of  Ezekiel  Chcever,  the 
patriarcli  of  New  England  schoohnasters,  and  Thomas 
H.  Gallaudet,  the  pioneer  advocate  of  education  for 
deaf  mutes;  besides  various  articles  on  school  disci- 
pline, improvement  practicable  in  American  colleges, 
.crimes  of  children  and  their  prevention,  education  of 
women,  etc.     The  Westminster  Jieview  said  of  it : 

"The  first  volume  of  {\\e  American  Journal  of  Education  we 
received  with  unmingled  pleasure,  save  in  the  regret  that  Eng- 
land has  as  yet  nothing  in  the  sanoe  field  worthy  of  comparision 
with  it." 

Upon   tlie  completion  of  this  volume  the  editor 

said  : 

"Should  the  e7<?M?'nai  be  sustained  by  a  liberal  subscription 
list,  and  should  the  health  of  the  present  editor  admit  of  the 
requisite  labor,  it  will  be  continued  for  a  period  of  five  years, 
or  until  the  issue  of  ten  volumes,  conducted  substantially  on  the 
plan  of  Volume  I." 

Dr.  Barnard's  acquaintance  with  schoolmen  and 
institutions  in  Europe  during  his  travels  of  1835-6 
and  his  visit  to  London  in  1854  to  attend  the  educa- 
tional exhibit  and  congress  at  St.  Martyn's  Hall  was 
supplemented  by  correspondence  and  exchange  of 
letters  and  educational  documents,  thus  enabling  him 
to  accumulate  a  vast  library  of  the  choicest  and  most 
instructive  parts  of  the  educational  literature  of  all 
times  and  peoples.  Important  articles  and  mono- 
graphs from  these  various  sources  he  had   translated 


VII.  American  Journal  of  Ed'n,  1855-1893     27 

at  his  own  expense ;  and  the  first  ten  yolumes  of  the\ 
Journal  contain  no  less  than  forty-five  articles  from  j 
von  Raumer's  Geschichte  der  Piidagogik,  all  of  Volume  1 
III.  of  Savigny's  Geschichte  des  Romischen  Rechts  \ 
im  Mittelalter,  portions  of  Bonghi's  Publica  Instru- 
zione,  and  numerous   other  articles   from  standard 
foreign  works  published  in  Germany,  France,  Switzer- 
land, Italy,  and  Great  Britain. 

Upon  the  completion  of  the  ten  volumes  promised, 
realizing  the  importance  and  scope  of  the  work  before 
him,  he  decided  to  continue  the  publication  of  the 
Journal  I  and  March,  1862,  he  wrote  in  the  preface  to 
Yolnme  XL: 

"  With  a  moderate  encouragement  from  tbe  thoughtful  and 
active  friends  of  educational  improvement,  we  shall  continue  our 
quarterly  issues  until  they  have  at  least  reached  six  (more) 
volumes." 

Volume  XVI.  was   completed   in    1866,  and   two 
volumes  of  the  Journal  were  published  at  irregular 
intervals'  during  Dr.  Barnard's  connection  with    St.  - 
John's  College  and  the  Bureau  of  Education.     In  the 
prefatory  note  to  Volume  XXI.  he  wrote  : 

"With  this  number  (for  January,  1871)  we  resume  the  regu- 
lar publication  of  the  American  Journal  of  Education  which  has- 
been  somewhat  interrupted,  although  not  positively  suspended, 
during  our  connection  with  the  Department  and  Office  of  Edu-^ 
cation.  We  hope  to  receive  sufficient  encouragement  to  enable 
U3  to  continue  our  articles,  original  and  selected,  on  the  existing 
conditions  and  movements  of  education  until  we  have  something-\ 
like  a  comprehensive  survey  of  the  past  history  and  present  con- 1 
ditions." 

With  little  to  encourage  him  in  his  great  undertak- 
ing save  the  consciousness  of  the  need  of  such  a  pub- 


28      Educational  Labors  of  Henky  Barnard 

lication,  Pr.  Rirnard  cot^itinued  to  edit  the  American 
Journal  of  Education  for  ten  years  more,  or  until 
the  completion  of  the  work  {\8  it  stands  today  in 
thirty-one  large  octavo  volumep.  y' 

Every  project  that  has  been  oT  lasting  benefit  to 
the  people  seems  to  have  rcqniied  some  martyr  to  its 
cause  before  posterity  could  reap  its  harvest.  Dr. 
Barnard  edited  and  printed  the  American  Journal  of 
Education  out  of  his  own  private  fortune,  putting 
into  it  fifty  thousand  dollars  more  than  he  had  realized 
therefrom.  In  a  letter  to  the  late  Kobert  Herbert 
Quick,  written  January  24,  1878,  he  says: 

"The  publication  of  the  JonriKtl  has  proved  pecuniaiily  dis- 
astrous. The  subscriptions,  paid  in  from  year  to  year,  have 
never  met  the  expenses  of  publication.  My  small  income  has 
been  reduced  by  the  deprivation  of  office  and  the  pressure  of  the 
times.  No  publisher  can  be  induced  to  undertake  the  responsi- 
bility of  the  Journal ;  and  to  carry  on  the  work  to  a  point  where 
the  encyclopa?dic  scope  of  the  undertaking  cculd  be  sten  and 
appreciated  has  involved  my  little  property  in  mortgages,  and 
myself  in  obligations  which  I  am  now  making  a  desperate 
effort  to  meet.  If  I  am  successful  in  disposing  of  enough  sets 
or  volumes  of  the  Jottrnal  to  meet  the  obligations  which  mature 
ibefore  the  first  day  of  May,  I  shall  continue  the  publication  to 
*he  close  of  Volume  XXVIII.  If  I  am  not  successful,  the  plates 
(25,000  pages  with  more  than  1,000  illustrations  of  school  struc- 
tures) which  have  cost  over  $40,000,  will  go  into  the  melting-pot 
for  type  metal,  and  the  volumes  on  hand  will  be  sold  to  buyers 
who  may  apply  within  a  given   time,  and  at  the  expiration  of 

•  that  time,  will  be  converted  into  pulp  by  the  paper  makers,  and 

•  the  avails  thus  realized  will  be  applied,  as  far  as  they  go,  to  meet 
.  my  obligations  ;  and  thus  will  end  with  me  an  enterprise  which 
;iias  absorbed  my  best  energies  for  the  last  twenty  years." 

Mr.  Quick  wrote  in  reply  to  the  New  England 

.Superintendents : 


VII.  American  Journal  of  Ed'n,  1855-1893     2^ 

"  I  would  as  soon  hear  that  there  was  talk  of  pulling  down 
one  of  our  cathedrals  and  selling  the  stones  for  building 
material." 

But  this  calamity  was  averted  through  the  interest 
and  activity  of  a  few  professional  educators  in  this 
country  and  Europe — chiefly  Dr.  Harris  and  Mr.  Quick. 
A  corporation  with  a  capital  stock  of  twenty-five 
thousand  dollars — two  thousand  dollars  of  which  was 
paid  in  at  the  time  of  incorporation — was  organized 
under  the  laws  of  the  State  of  New  Jersey,  July,  1891, 
as  the  Henry  Barnard  Publishing  Company,  with  Dr. 
W.  T.  Harris,  president.  There  has  also  been  organ- 
ized the  Henry  Barnard  Society,  membership  in  which 
entitles  the  holders  to  special  reductions  in  the  pur- 
chase of  any  of  the  Henry  Barnard  publications. 
These  organizations  have  in  view  two  munificent 
ends — to  relieve  Dr.  Barnard  of  financial  embarrass- 
ment in  the  closing  yGars  of  his  life,  and  to  bring  to- 
the  attention  of  teachers  and  others  the  wealth  of 
educational  literature  contained  in  his  American 
Journal  of  Education. 

This  great  work  of  Dr.  Barnard's  is  not  a  school 
journal  or  review,  in  the  accepted  use  of  those  words^ 
but  as  Mr.  Quick  has  aptly  remarked  a  vast  encyclo- 
paedia of  educational  literature.  In  tlie  domain  of  his-"^ 
torical  pedagogy,  it  gives  accounts  of  the  development 
of  human  culture,  both  theoretical  and  practical^ 
under  varying  conditions  of  race,  climate,  religion 
and  government ;  the  attempts  at  systematic  training^ 
of  children  in  the  family  and  schools,  by  parents  and 
teachers,  among  the  nations  of  the  East  through  the 


so      Educational  Labors  of  Henry  Barnard 

■writings  of  Confucius  in  China,  the  Vedas  and  Bud- 
dha in  India,  Zoroaster  in  Persia,  the  Ptolemies  in 
Egypt,  and  Moses,  Solomon,  and  the  rabbis  in  Pales- 
tine ;  among  the  Greeks,  through  the  institutions  of 
Pythagoras  and  Solon  and  the  teachings  of  Socrates 
And  Aristotle  ;  among  the  Romans  through  the  di- 
■dactics  of  Cato,  Seneca,  and  Quintilian  ;  among  the 
modern  nations  of  Europe  through  the  schools  peculiar 
to  the  early  Christians — those  of  Chrysostom  and 
Basil,  the  Catechetical  school  at  Alexandria,  the  mo- 
nastic and  cloister  schools  of  Saint  Jerome  and  Ter- 
tuUian,  the  court  schools  of  Charlemagne  and  the 
educational  labors  of  Aleuin,the  modifications  wrought 
through  the  influences  of  Arabian  learning  with  the 
establishment  of  Mohammedanism  in  the  Seventh 
century,  the  domination  of  the  religious  conceptions 
of  Abelard  and  Scholasticism,  the  rise  and  growth  of 
universities  and  the  awakening  of  the  scientific  spirit, 
the  revival  of  letters  and  the  study  of  the  classics, 
tiie  long-protracted  struggle  between  humanism  and 
realism,  and  the  gradual  expansion  and  realization  of 
universal  education.  These  are  some  of  the  lines  of 
historical  thought  more  or  less  fully  developed  that 
one  finds  in  studying  the  historical  development  of 
the  human  intellect  in  these  thirty-one  volumes  of  Dr. 
Barnard's  Journal.  Systems  of  education  in  the  old 
world  and  in  the  new,  normal  schools  and  other  insti- 
tutions devoted  to  the  professional  training  of  teachers, 
the  organization  and  curricula  of  colleges  and  technical 
schools,  institutions  for  criminals  and  defective 
classes,  physical  education,  school  architecture,  and 


VII.  American  Journal  of  Ed'n,  1855-1893    31 

other  departments  of  theoretical  and  practical  peda-l 
gogy  find  full  and  clear  expression  in  the  twenty- 
seven  thousand  pages  of  choice  literature  printed  in, 
the  American  Journal  of  Education. 

Oscar  Browning  says  in  the  Encyclopaedia  Britan- 
nica : 

"The  great  work  of  Henry  Barnard,  the  American  Journal  of  i 
Education,  has  valuable  papers  on  almost  every  part  of  our  sub-  i 
ject  (education) ;  it  is  by  far  the  most  valuable  work  in  our  Ian-  \ 
guage  on  the  history  of  education." 

President  D.  C.  Gilman,  in  an  article  devoted  to 
the  educational  developmentof  our  country,  published 
in  the  North  American  Review  for  January,  1876, 
says : 

"It  is  the  best  and  only  general  authority  in  respect  to  the  \ 
progress  of  American  education  during  the  past  century.    The  [ 
comprehensiveness  of  this  work  and  its  persistent  publication 
under  many  adverse  circumstances,  entitle  the  editor  to  the 
grateful  recognition  of  all  investigators  of  our  system  of  instruc- 
tion." 

Besides  the  American  Journal  of  Education^  Dr. 

Barnard  has  published  a 
Library  of  Education  of 
fifty-two  volumes  of  spe- 
cial treatises.  These  treat- 
ises are  reprints  from  the 
Journal  and  cover  educa^ 
tional  aphorisms ;  studies 
and  conduct;   the  kinder- 

DR.  BARXAKD  IX  1893.         ^^^artcu  and   child-culture  ; 
Pestalozzi    and    Pestaloz- 
zianistM  ;    primary  and  elementary  schools;  subjects 


32      Educational  Labors  of  Hknry  Babnard 

and  methods  of  j^rammar  and  liij;h  schools;  national 
education  in  Europe;  state  and  city  school  systems  in 
America;  art  schools  and  museums;  representative 
(Jtpachers  and  benefactors  of  education  ;  and  other  sub- 
jects discussed  at  length  in  the  Journal. 

VIII.       BlBUOGRAlMlY,  1811    TO    1893 

Henry  Barnard.  The  American  Journal  of  Edu- 
cation. Volumes  I.  to  XXXI.  Hartford,  1855 
to  1893. 

Normal  Schools.     Ilartford,  Is.jI. 

National   Education   in   Europe.       Ilartford, 

1854. 

-Annual  Report  of  the  Department  of  Educa- 


tion, 1867-68.     Washington,  1868. 
School    Architecture  and    Plans   for    Graded 


Schools.     Washington,  1807. 

-Report  on  the  Condition  of  the  Public  Schools 


of  Rhode  Island  for  1845.     Providence,  1846. 
Report  and  Documents  Relating  to  the  Pub- 


lic Schools  of  Rhode  Island  for  1848.     Providence, 
1849. 

Competitive  Examinations   for   Admission  to 


Public  Service.  Addresses  and  Proceedings  of 
the  National  Teachers'  Association.  Ogdensburg, 
1864. 

William  F.  Allen  and  David  E.  Spencer.  Higher 
Education  in  Wisconsin.     Washington,  1889. 

C.  W.  Bakdeen.  Educational  Journalism.  An  ad- 
dress before  the  New  York  State  Teachers'  Associ- 
ation.    Syracuse,  1885. 


YIII.  Bibliography,  1811-1893  33 

Thomas  W.  Bicknell,  A  Brief  History  of  Educa- 
tional Journalism  in  New  England.  Proceedings 
of  the  International  Congress  of  Educators.  Wash- 
ington, 1886. 

RoGiERRo  BoxGHi.  Instruzioue  Publiche  ncgli  Stati 
Uniti.     Rome,  ISVO. 

Richard  G.  Boone.  Education  in  the  United  States. 
New  York,  1800. 

Oscar  Browning.  Encyclopaedia  Britannica.  Yol. 
YII.     New  York,  1878. 

F.  BuissoN.  Dictionnaire  de  Pedagogic.  Tome  Pre- 
mier.    Paris,  1882. 

Nicholas  Murray  Butler.  The  Barnard  Relief 
Movement.  ^Educational  Review,  New  York, 
April,  1802. 

Noah  Porter.  Plenry  Barnard  :  Ilis  Labors  in  Con- 
necticut and  Rhode  Island,  Connecticut  Common 
School  Journal^  Hartford,  January,  185.5. 

*  *  *  Common  Schools  in  Rhode  Island.  North 
American  Review,  Boston,  July,  1848, 

Evert  A.  and  George  L.  Duyckixck.  Cyclopaedia 
of  American  Literature.  Yol.  II.  Philadelphia, 
1881. 

J.  G.  Fitch.  Notes  on  American  Schools  and  Train- 
ing Colleges.     London,  ISOO. 

Edward  M.  Gallaudet.  Life  of  Thomas  Hopkins 
Gallaudet.     New  York,  1888. 

Daniel  C.  Gilman.  Education  in  America.  North 
American  Review,  New  York,  January,  1876. 

S.  G.  Goodrich.  Recollections  of  a  Lifetime.  New 
York  and  Auburn,  1857. 


34      Educational  Labors  of  Henry  Barnard 

William  T.  Harris.  Analytical  Index  to  Barnard's 
American  Journal  of  Education.  Washington, 
1892. 

Circulars  Relating  to  the  Henry  Barnard  Pub- 
lishing Compan}'.     Washington,  Ls91,   . 

0.  H:  Henry.  The  Common  School  System  in  Con- 
necticut. JVew  York  lievimo,  New  York,  April, 
1842. 

James  Kent.  Commentaries  on  American  Law. 
Volume  IL     Boston,  18S4. 

Henry  Kiddle  and  Alex.  J.  Schem  Cyclodaedia 
of  Education.     New  York,  1883. 

B.  H.  Lawrenck.  The  Basis  of  a  Teacher's  Library. 
Journal  of  Education,  Boston,  June  2,  ISSl. 

A.  Le   Roy.     Les  Ecoles  dans  I'Amerique  du  Nord. 

Touniai  et  Bruxelles,  1853. 
Horace  Mann.     Ninth  Annual  Report  of  the  ^Cassa- 

chusetts  Board  of  Education.     Boston,  1846, 
Mary  Mann.     Life  of  Horace  Mann.     Boston,  1S9L 

*  *  *  National  CyclopseHa  of  American  Biog- 
raphy.    Volume  L     New  York,  1892. 

Ray  Palmer  Universal  Education.  International 
Jieview.     New  York,  January,  1874. 

Francis  W.  Parker.  Books  on  Education.  Practi- 
cal Teacher.     Chicago,  June,  1885. 

Jules  Paroz.  Histoire  Uiiiverselle  de  la  Pedagogie. 
Paris,  1883. 

Elizabeth  P.  Peahody.  Barnard's  Journal  of  Edu- 
cation.    Sunday  Herald^  Boston,  June   12,  1881. 

John  D.  Philbrick.     Henry  Barnard,  the  American 


VIII.  Bibliography,  1811-1893  35 

Educator.  Massachusetts  Teacher^  Boston,  Janu- 
ary, 1858. 

City  School   Systems  in   the   United  States. 

Washington,  1885. 

*  *  *  Political  Economy  and  Education.  West- 
minster Review^  London,  October,  1854, 

Alonzo  Potter.  The  School :  Its  Objects,  Rela- 
tions, and  Uses.     Boston,  1843. 

Robert  Herbert  Quick,    -s*-     *     *    Journal  of  Edu- 

'    cation^  Loudon,  July,  1875. 

George  Ripley  AND  Charles  A.  Dana,  The  New 
American  Cyclopaedia.  Volume  IL  New  York, 
1878. 

P.  A,  Siljestroem.  Tiie  Educational  Institutions  of 
the  United  States,  Translated  from  the  Swedish 
by  Fredrica  Rowan,     London,  1853. 

Bernard  C.  Stkiner.  The  History  of  University 
Education  in  Maryland,     Baltimore,  1891, 

Thomas  B.  Stockwell.  A  History  of  Public  Educa- 
tion in  Rhode  Island,     Providence,  1876, 

James  Grant  Wilson,  and  John  Fiske.  Appleton's 
Cyclopsedia  of  American  Biography,  Volume  I. 
New  York,  1888, 

James  Pyle  Wickersham,  A  History  of  Education 
in  Pennsylvania,     Lancaster,  1S86. 

Hermann  Wimmer.  Die  Kirche  und  Schulein  Nord 
Amerika,     L'jipzig,  1853, 

Albert  E,  Wixsiiip,  Dr,  Barnard.  Journal  of  Edu- 
cation, Boston,  June  19,  1890, 


THE  SCHOOL  BULLETIN  PUBLICATIONS. 

Biographies  of  Great  Teachers. 

1.  John  Amos  Comtiiiiis,  IShhopo/  l/ie  Momvidiin  ;  hi«  Li/f  and  KiJucational 
]york*.    By  S.  8.  Laiiiie.    Cloth,  12ino.  |)i».  iMi,  gil.OO. 

The  iffeiit  wide  telobration  of  the  8(K)lh  miiilvcnsary  of  the  birthday  of 
this  jrrt'wtest  of  eiiucatioiial  refonners  iiinlcesliis  l)io(frnphy  indispensaljle. 
We  Jiavo  also  reprinted  hla  famous  text-l>ot>li,  the  Or(/'u  IHctut,  with  liil 
lllustnitioiis.  price  $3.00. 

2.  A  lUo'jnii}liic(il  Mentolr  of  Sanwtl  Ilartlib,  with  Bi1:>lio(n^phlcal  Notices 
of  worlcspul)lislu'd  liy  liim.    By  H.  Dikcks.    Cloth.  12nio,  pp.124,  $2.00. 

It  wiis  this  Hartlil)  to  wliom  Milton  addressed  Ids  "Small  Tractate  of 
Education,"  und  wlio  lirouslit  Comeniusto  England.  He  wa.s  foremost  ia 
educational  movements  of  tlic  time,  and  tlii.s  rare  volume,  of  which  we 
purchased  the  remainder  of  tlie  edition,  is  of  great  value. 

3.  A  Memoir  of  lifxjer  Aschatn,  by  Samlel  Johnson,  LL.D.;  and  Selec- 
tions from  tlie  Life  of  Thomas  Arnold,  l>y  Ueaii  Stanley.  Edited,  with  In- 
troiUictioiis and  Notes  l)y  .Ja.mes  S.  (;aiu.i.si.e.    Clotli,  16mo,  pp.  252,  $1. 

Besides  tlie  biograpliy  of  Ascham  in  full  this  volume  contains  selections 
from  "Tlie  SehtKilmaster,"  with  fac-simile  of  tlie  ancient  title-page.  We 
also  publish  Ascham's  Complete  Works  in  four  liandsome  volumes  at  $5.00. 
From  Stanley's  "  Life  of  Arnold  "  those  chapters  have  been  taken  which 
refer  to  his  work  as  a  teacher,  and  are  published  without  change.  Thus 
the  book  gives  in  small  ccmipass  and  at  a  low  price  all  that  is  most  Impor- 
ant  in  the  lives  of  these  two  great  teachers.  .  * 

*J  It.  An  Old  Educational  Reformer.  Dr.  Andrew  Bell.    By  J.  M.  D.  Meikle- 
JOHN.    Cloth,  ICmo,  pp.  182,  SIOO. 

Dr.  Bell  was  the  founder  of  the  Monitorial  System  that  swept  over  Eng- 
land and  America  in  the  early  part  of  this  centuiy,  and  was  at  that  time  the 
mos-t  famous  teacher  in  the  world.  Prof.  Meiklejohn  has  made  his  biography 
as  entertaining  as  it  is  important  in  the  history  of  education. 

5.  Pestalozzi :  Ms  Aim  und  work.  By  Baron  De  GfiMPs.  Translated  by 
Margaret  Cithbertsok  Crombie.    Cloth,  12mo,  pp.  .3.36,  SI. .50. 

"  A  teaclier  knowing  nothing  of  Pestalozzi  would  be  like  the  lawyer  that 
has  never  heard  of  Blackstone.  We  commend  this  book  strongly  as  specially 
adapted  to  younger  students  of  pedagogy."— OAio  Ed'l  Monthly,  June.  1889. 

6'.  Autobiofjraphy  of  Frlederwh  Froebel.  Translated  and  annotated  by 
E.HILIB  MicuAEUs  and  II.  Keatlby  Moore.    Cloth,  12mo,  pp.  las.  $1.50. 

■"  lie  writes  so  simply  and  confidentially  that  no  one  can  fail  to  under- 
stand everything  in  this  new  translation.  It  would  be  of  great  benefit  to 
American  youth  for  fathers  and  mothers  to  read  this  book  for  themselves, 
iusteatl  of  leaving  it  entirely  to  professional  teachers."— A'ejp  York  Herald. 

7.  Essays  on  Educational  Ileformers.  By  R.  H.  Quick.  CKith,  ICmo, 
pp.  381,  $1.50.  f 

Its  vivacif>us  style  makes  it  the  most  interesting  of  educational  histories. 
We  publisli  separately  at  15  cts.  each  these  charters:  I.  Tlie  Jesuits,  II.  Co- 
nienius.  III.  Locke.  IV.  Kou.'<.seau,  V.  Ba.sedow,  VI.  Jacotot,  VII.  Pestalozzi. 

C.  W.  BA.KDEEX,  Publisher,  Syracuse,  N.  Y. 


■Tim  SCHOOL  BVLLETJN  PVBLICATIOKS.- 


John  Amos  Comenius. 

1.  John  Arms  Comenius,  Bishop  of  the  Morarians,  his  Life  and  Ediicatimal 

Works.  IJy  S.  8.  Lauiuk.  Rtudlng 
Circle  Edition.  Cloth,  16mo,  pp.  278. 
81.00. 

This  edition  differs  from  those 
hitherto  published  (1)  in  being  in- 
dexed by  head-lines,  (2)  in  the  in.ser- 
tion  of  five  p<jrtraits,  and  (3)  in  the 
addition  of  a  bibliography,  with  fif- 
teen photographic  reproductions  of 
pages  from  early  editions  of  his 
works.  The  core  of  the  book  is  the 
account  of  The  Great  Didactic,  pages 
73-153,  the  best  treatise  on  Method 
ever  published,  at  once  broad,  sound, 
suggestive,  and  practically  helpful.  As  a  contribution  both  to  the  history  of 
education  and  to  its  theories  this  book  occupies  a  unique  place,  and  is  indis- 
pensable In  even  a  small  library  of  teachers'  book.s. 

2.  The  Orbis  Pictus  of  John  Amos   Comenius.    Cloth,  8vo,  pp.  232.    $3.00. 
This  beautiful  volume  is  a  reprint  of  the  English  edition  of  1727,  but  with 

reproduction  of  the  I'll  coppei'-plate  illustrations  of  the  original  edition  of  1058. 
A  copy  of  the  rare  original  commands  a  hundred  dollars,  and  this  reprint 
must  be  considered  a  most  important  contribution  to  pedagogical  literature. 
The  Orbis  Pictus  was  not  only  the  first  book  of  object  lessons,  but  the  first 
text-book  in  general  use,  and  indeed,  as  the  Encydopadia  Britannica  states, 
"  the  first  children's  picture-book." 

The  book  is  a  beautiful  piece  of  work,  and  in  every  way  superior  to 
most  of  the  fac-similes  we  have  so  far  been  presented  with. — N.  Y.  World. 

We  welcome  this  resurrection  of  the  Orbis  Pictus,  which  has  lain  too 
long  in  suspended  animation.  The  master-piece  of  Comenius,  the  prince  of 
European  educators  of  the  17th  century,  was  the  greatest  boon  conferred 
on  the  little  ones  in  primary  schoo]s.—JVation. 

The  old  wood  illustrations  are  reproduced  with  absolute  fidelity  by  a 
photographic  process,  and  as  the  text  follows  closely  letter  by  letter  the  old 
text,  the  book  is  substantially  a  copy  of  the  rare  original.— Xi^«rary  World. 

3.  T fie  Place  of  Comenius  in  the  Ristort/ of  Education.  By  Nicholas  Mlti- 
RAT  Butler.    Paper.  16mo,  pp.  20 .    15  cts. 

U.  The  Text-  Books  of  Comenius.  By  Wm.  H.  Max-well.  Paper,  Svo,  pp. 
24.     29  Illustrations.    25  cts. 

Everyone  who  feels  that  he  cannot  afford  that  beautiful  volume,  the 
Orbis  Pictus,  should  invest  a  quarter  in  this,  and  find  out  what  Comenius 
did. — Educational  Courant. 

C.  W.  BARDEEN,  Publisher,  Syracuse,  N.  Y. 


THE  SCHOOL  BULLETiy  PUBLICA  TTO.VS. 

John  Henry  Pestalozzi. 

1.  Pi»talozz\ ;  hU  .WinaiHl  ]York,    liy  Baiion  Db  Giimp».    Tninslatcd 

l>y  MarKaret  Cuthbertwin  t'roinble. 
Cloth,  12mo,  pp.  330.    $1.50. 

Among  the  b«'»t  books  that  could 
be  addud  to  the  teacher's  librarj'-— 
The  Chautavr/iian,  Oct.,  1869. 

It  is  sufficient  to  oay  that  the 
book  affonls  tlio  fullest  material  for 
a  knowledge  of  the  life  of  the  jrreat 
educational  reformer.  —  Littrary 
norl'/,  June  22,  1.S89. 

The  most  satisfactory  bio(rraphy 
of  Pestalozzi  a<'cessible  to  English 
readers.—  Wi/icoimn  Journal  of  Edu- 
cation, M\g.,  lfW9. 

There  Is  not  a  teacher  anywhere  who  eanntjt  learn  something  by  the 
penisal »  f  this  work.~^ci*/iC#,  June  7,  1889. 

Tlie  work  is  a  timely  reminder  how  far  we  have  strayed  in  following  the 
deity  of  "examination",  which  should  have  been  kept  in  its  place  as  the 
handmaid  of  education.— y//*  Schoolma»ter,  London,  Feb.  10,  1889. 

2.  Pestalozzi  and  Pestalozzianlsin.  By  It.  II.  Quick.  Paper,  lOmo,  pp. 
■10.    15  cts. 

3.  Lesaonsln  Nuinbers,  as  glvenina  Pesialozzian  Scfwol,  C'heam,  Surrey, 
The  Master's  Mamtal.    By  V.  Kej.neu.    Cloth,  lOmo,  pp.  224.    81-50. 

U.  Lessons  in  Form,  or,  an  Introduction  to  Gtotmtry  as  f/iren  in  a  Pesta- 
lozzian  School,  C'heain,  Surrey.    By  f.  Reiner.    Cloth,  lOmo,  pp.  215.    $1.50. 

Both  3  and  4  in  one  volume,  S'^-OO. 

These  works  were  prepared  in  1835  under  the  super\-ision  of  Dr.  C.  Mayo 
in  the  first  English  Pestalozzian  school,  and  have  particular  value  as  repre- 
senting directly  the  educational  methixls  of  the  great  reformer. 

5.  Otiject  Lessons ;  or  Words  and  Things.  By  T.  G.  Roopek.  Leatherette, 
16mo,  pp,  50.    50  cts. 

This  little  work  is  at  once  philosophical  and  practical.  It  gives  the  basis 
on  which  the  theory  of  object-teaching  rests,  adds  hints  as  to  how  it  may 
be  made  useful,  and  then  gives  a  lesson  on  The  Duck,  which  for  interest 
and  suggestiveness  has  nowhere  been  equalled.  It  partakes  of  the  true 
spirit  of  Pestalozzi. 

6.  The  Pestalozzian  Series  of  Arithmetics,  Based  upon  Pestalozzi's 
method  of  teaching  Elementary  Number.  By  James  11.  IIoose.  Boards, 
lOmo,  First  Year,  Pujnl's  Edition,  pp.  156,  35  cts.  Teacher's  Edition,  contain- 
ing the  former,  with  additional  matter,  pp.  217.  50  cts.  Second  Year,  Pupil'g 
Edition,  50  cts. 

In  many  schools  this  system  Is  considered  the  only  true  method. 

C.  W.  BARDEEN,  Publisher,  Syracuse,  N.  Y. 


THE  SCHOOL  BULLETIN  PUBLIUA  TIONS. 

Frieddcli  Froebel. 

Autobiography  of  Fiiedricfi  Froebel.  Translated  and  annotated  by 
Emily  Miciiaelis  and  II.  Keatly 
Moore.    Cloth.  12mo,  pp.  183.    81£0. 

Useful  and  interesting  *  ♦  • 
among  the  best  that  could  be  added  to 
the  teacher's  library.— TA^  Chautau- 
quan,  Oct.,  1889. 

There  is  no  better  introduction  to 
the  Kindergarten.— n'i«307win  Jmrnal 
qf  Education,  Sept.,  1889. 

2.    Child  and  Child-Nature.    Con- 
tributions to  the  understanding    of 
Froebel's  Educational  Theories.     By 
the  Baroness  Mauenholtz  vox  Buelow. 
Cloth,  lamo,  pp.  207.    SI. 50. 
It  is  a  fit  companion  to  the  Autobiography  and  the  two  are  published  in 
the  same  style— a  capital  idea— and  a  royal  pair  of  volumes  they  make.— 
Ed^icational  Courant,  Oct.,  1889. 

Its  design  is  to  illustrate  the  theory  and  philosopy  of  Froebel's  system. 
It  does  this  so  clearly  and  pleasingly  as  to  give  no  excuse  for  criticism.  *  * 
♦  •  The  volume  is  one  profitable  for  every  mother,  as  well  as  every  teacher 
of  children.—  Chicago  Interocean,  Sept.  14,  1889. 

3.  The  First  Three  Years  of  Childhood.  By  B.  Perez,  with  an  Intro- 
duction by  Prof.  Sully.    Cloth,  12mo,  pp.  294.    $1-50. 

The  eminent  English  psychologist,  Prof.  Sully,  says  that  Perez  combines 
in  a  very  happy  and  unusual  way  the  different  qualifications  of  a  good  ob- 
server of  children,  and  that  he  has  given  us  the  fullest  account  yet  pub- 
lished of  the  facts  of  ch.\\d-\\fQ.—Journalof  Pedagogy,  April,  1889. 

It.  The  Kindergarten  System.  Principles  of  Froebel's  System,  and  their 
bearing  on  the  Education  of  Women.  Also  remarks  on  the  Higher  Educa- 
tion of  Women.    By  Emily  Shirreff.    Cloth,  12mo,  pp.  200.    $1.00. 

5.  Essays  on  the  Kindergarten.  Being  a  selection  of  Lectures  read  be- 
fore the  London  Froebel  Society.    Cloth,  12rao,  pp.  175.    $1-00. 

6.  Primary  Helps.  By  W.  N.  HArLsiANX.  A  Kindergarten  Manual  for 
Public  School  Teachers.  Boards,  8vo,  pp.  58,  with  15  full  page  plates.  75 
cts. 

7.  The  New  Education.  Edited  by  W.  N.  Hailsiann.  Vol.  VI.,  the  last 
published.    Cloth,  8vo,  pp.  146.    §2.00. 

8.  The  Neiv  Education,  By  Prof.  J.  M.  D.  Meikeuohn.  Paper,  16mo, 
pp.  35.    16  cts. 

C.  W.  BARDEEN,  Publisher,  Syracuse,  N.  Y, 


-TUB  SCHOOL  BULLETIN  PUBLIC ATtOXS. 


The  Science  of  Education. 

;.  Outline  qf  Pedagog\c».  By  W.  Rein.  Director  of  the  Pedapofrlcal 
Seminary  at  tho  University  of  Jena.  Translatwl  by  C.  C.  and  Ida  J.  Van 
Llew,  with  additional  Notes  by  tlie  former.    Cloth,  12mo.  pp.  806.    81.25. 

This  Is  tho  standard  text  book  of  the  Ilerbartian  system,  now  becoming 
generally  recognized  everywhere. 

i.  Apperception,  or  "■  A  Pot  qf  Green  Featherg."  By  T.  G.  Roopeb. 
Leatherette,  IGnio,  pp.  68.    50  ct*. 

This  is  a  popular  presentation  of  one  of  the  main  features  of  tho  Iler- 
bartian system,  and  U  publislied  at  tlic  suggestion  of  W.  T.  Harris,  LL.IJ., 
Commissioner  of  Education,  who  says  of  it : 

"The  idea  of  'apperception'  is  the  most  important  fruit  thus  far  de- 
veloped by  the  study  of  tho  psychology  ot  pedagogies.  K.  H.  Quick,  the 
eminent  English  authority,  refers  in  the  hl>rhe.tt  terms  to  a  short  mono- 
graph on  pedagogics  which  he  had  recently  discovered,  entitled  A  Pol  qf 
Oreen  Feathers." 

5.  Education  and  EUitcatorx.  By  David  Kav.  Cloth,  12mo,  pp.  490. 
$8.00. 

Discusses  with  force  and  felicity  some  of  the  most  important  problems 
of  pedagogy,  and  is  a  recognized  standard. 

A.  The  Theory  of  Education.  By  W.  T.  IIahris.  Paper,  16mo.  pp.  54. 
16  cts. 

Discusses  especially  the  principles  that  underlie  oral  education. 

,'i.  A  Small  Tractate  of  Education.  By  John  Milton.  Paper,  16mo,  pp. 
26.    15  vis. 

Considered  by  Oscar  Browning  in  the  Encyclopasdia  Britanniea,  as  "far 
more  Important  in  the  literature  of  the  subject  than  the  treatise  of  Locke." 

6.  Sex  in  Mind  and  Education.  By  H.  Maudslet.  Paper,  16mo,  pp.  42. 
15  cts. 

"  A  masterly  treatment  of  a  delicate  subject."— -V.  E.  Journal  qf  Ed' n. 

7.  Education  as  viewed  by  Thinkers.    Paper,  ICmo.  pp.  47.    15  cts. 

8.  Lectures  on  the  Science  and  Art  of  Education.  By  Joseph  Patne. 
Cloth,  16mo,  pp.  384.    $1.00. 

The  full  analyses  and  indexes  in  this  edition  make  it  easy  to  collate  and 
compare  all  that  the  author  has  uttered  upon  any  topic  suggested. 

9.  The  Philosophy  of  Education,  or  the  Principle*  and  Practice-qf  Teaching. 
By  Thomas  Tate.    Cloth,  16mo,  pp.  440.    $1.50. 

This  is  without  a  rival  in  its  clear  presentation  and  abundant  illustra- 
tions. The  author  is  not  content  with  giving  directions,  lie  shows  by 
specimens  of  class-work  just  what  may  be  done  and  should  be  done. 

10.  The  First  Three  Tears  of  Childhood.  By  II.  Pehez.  With  an  intro- 
duction by  Prof.  James  Sully.    Cloth,  12mo,  pp.  2SM.    $1.50. 

The  Journal  of  Pedagogy  says  (April,  1889) :  "  Some  of  the  greatest  ques- 
tions relating  to  primary  education  can  be  solved  by  an  accurate  observation 
and  correct  Interprecation  of  the  infant  mind,  and  as  the  author  of  this  vol- 
ume combines  the  proper  qualificatiahs  for  the  work  with  ample  opportim- 
Ity,  his  observations  and  deductionsAire  entitled  to  the  highest  confidence." 

C.  W.  BARDEEN,  Phblisher,  Syracuse,  N.  Y. 


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